Teacher Cadet Portfolio

Grace Owens

2022-2023 School Year

Log Sheet

How many hours I have spent at field experience

Did not have new teacher assignment yet.

19 Days Total 40 Hours Total

Cadet Page

Information on the teacher cadet and cooperating teacher

12th Grade (Senior)

Bruton High School

Mrs. Teresa Givens

Civics & Economics – 8th Grade

Queens Lake Middle School

Ms. Grace Owens

Philosophy of Education

My beliefs as an educator on the purpose of education

John Dewey once said, “If we teach today’s students as we taught yesterday’s we rob them of tomorrow.” Nearly a hundred years later, this is still extremely relevant in education.

As we enter a new age of the world the education system is failing to catch up. There are students that sit within the four walls and yearn for a connection with the outside world. They constantly ask how their Algebra I class will help them in the “real world”. They don’t understand that they are in the real world, and it is helping them currently. They are gaining critical thinking and problem-solving skills right before their eyes and do not see nor realize it. More importantly they don’t appreciate it. This is because the education system has failed to meet the students where they are – and where they are going.

As a teacher who was taught in the turning of a new age, I know very well what students need and how I can provide that. Learning does not have to be done through mundane worksheets and textbooks. Divide this recipe to make it a third of what it was.

Explain to me how the Great Depression of 1929 influenced the government’s decision to send out stimulus packages during the COVID-19 pandemic in 2020. Send me a professional email pretending I am your boss, and you need an extension on a project.

This is how our students should be learning. We are teaching them as if it is 1925 and we need to prepare them for our workforce, to be servants of labor. When we should be teaching them as if it is 2023 and we need to prepare them for our world, to be an important person of society. We cannot rob our students of their tomorrow.

Queens Lake Middle School Information

Informational profile on the cooperating school

Queens Lake is a purple star and magnet middle school located in the small suburbs of Williamsburg, Virginia. The school serves students who have attended Waller Mill Elementary and Magruder Elementary for grades K-5. The students that attend Queens Lake for grades 6-8 feed into Bruton High School for grades 9-12. The school is on the smaller side compared to the others in the district.

Queens Lake has 574 students in grades 6-8, with the student-teacher ratio being 15 to 1, which is higher than the state average. The school ranked 127 out of 397 in the best public middle schools in Virginia, and 151 out of 403 in the most diverse public middle schools in Virginia. Minority enrollment is 47% of the student body (Majority Black), which is lower than the Virginia state average of 54% (majority Black).

Queens Lake is in the top 30% in Virginia for overall testing rank. The school has a math proficiency of 67% (Top 30%) and a reading proficiency of 82% (Top 20%). Both proficiencies are higher than the state’s average.

Student Profiles

Short profiles about the students I got to know and learn from

Leila N.

Leila was in the group of girls who never really talked in class, but she offered up participation when the class was moving slowly. She has a very unique personality and expresses that through her looks. She is very artistic and would have little doodles around her paper which was always fun to see when grading.

Maryah J.

Maryah was also in the group of girls who never really talked in class. She talked to her friends only and would stop talking when a teacher came near. She truly is a bright student and I hope she comes out of her shell more when she is in high school!

Chloe S.

Chloe was one of the many students who supported my journey in the classroom. She is very bright and bubbly, which adds so much positivity to the classroom. She plays on the softball team and is very proud of the skills that she brings to the team.

Israel-Nasir “Izzy” D.

Izzy wanted to be everywhere but his seat and in the classroom. It was hard to get him motivated to do work in the present instead of doing all of it at once to get caught up. Izzy can get distracted and caught up in the middle school drama easily, but once in the situation where he has no one to distract him, he gets to work fast. That is when you can truly see how intelligent he is. I hope he gets himself together for high school.

Elijah C.

Elijah is extremely smart, maybe even too smart for his current grade. I found myself constantly learning new things when he expanded on something they were learning. I reminded me the importance of these tangents sometimes because if I truly want my future classroom to be a learning environment, I have to be open to learning too.

Micah-Daniel G.

Micah was the one I had to worry about the most. If you weren’t standing over him to help him then he wouldn’t be doing anything but be a distraction. I wasn’t necessarily mad at him because there are some odds against him. I wish there was more I could do for him when I was teaching my lesson to help him succeed but there were too many students I had to tend to. I hope his education experience gets better so he gets the education he deserves.

Micah K.

Micah Keyes was one of my average students. I must note that average does not mean bad or have a negative connotation at all. He came in, sat down, and got to work. He would get distracted here and there but then he could reel it in and finish his work. Micah wants to be a lawyer when he is older, and I truly hope that his dreams come true! He seems like he would make a really great lawyer and he knows his stuff!

La’Raya H.

La’Raya was a very fearless girl. If someone was being rude, annoying, disrespectful, etc. she would call them out. I think it’s good that she knows how to stand up for herself and others but should learn to do so in a nicer way.

Student Profiles (cont.)

Short profiles about the students I got to know and learn from

Micah S.

Micah (who we called Stokes) and Izzy were like two peas in a pod. If Izzy went to the bathroom, then Stokes needed to go to. A teacher needed to speak to Stokes really quickly then Izzy was right there by his side. I love that they have a good friendship as that can make school a bit more enjoyable, however, I would love it if they found some independence. Especially so Stokes could get some work done every once and while. He has it good now, but I told him his grades will matter a lot more to him once he is on the high school football team. Hope he realizes it sooner rather than later!

Derek R.

Derek was one of my kindest students who also supported me in my journey to be a teacher. When it was announced I would be teaching one day he and a few other students started cheering. Moments like these are when I knew that I have connected with the class and made an impression. Derek was one of the many middle school students that got to work with the high school football team this year. He is extremely proud of his skill, and I hope that he continues through high school with that same enthusiasm.

Adrianna J.

Adrianna never talked in class. There were a few students who would come in at the end of the day and chat with her, but other than that she was silent. She didn’t talk to anyone else like her peers. I never called on her or made her work with someone else because she did just fine on her own. I hope for her, like I do others, that she comes out of her shell a little bit more in high school.

Isabella “Bella” R.

Bella was another one of my average students. Again, that does not mean that there is anything wrong with her. She was a perfect average student. She came in, did her work, paid attention, and participated. I couldn’t ask for a better student. Bella was a part of MsAM and will continue on into SOA. I can already tell she is going to love being a part of SOA because she is such a creative person.

Miranda S.

Miranda was another one of my shy students. She would constantly come into class asking if they were going to be called on today. Although she would act that way, she never feared offering answers. I think she just takes time to warm up throughout the day. It reminds me that not all shy students will stay shy. I shouldn’t force them to come out of their shell unless they are ready to.

Tegan B.

Tegan and I rarely interacted during class time. She would get distracted every once and while, so it was often that she needed to be reminded to do her work. She and La’Raya were two peas in a pod and would always sit next to each other when given the chance. She is part of the softball team and works with the players at Bruton often.

Aydan R.

Aydan, Micah K, and Micah-Daniel were the loudest bunch. Aydan and Micah-Daniel would be the ones to get everyone, and anyone distracted. They are smart young men but truly need to work on their behavior to make it through high school.

Student Profiles (cont.)

Short profiles about the students I got to know and learn from

Jackson S.

I think I had the wrong idea about Jackson at first. I thought he was a “bad student” when in reality he wasn’t. I think there is a big misconception about “bad” student. They truly are never really bad. Jackson was always misbehaving during the first few weeks I was present. After a while I noticed that he hadn’t been acting out. He was coming in to do his work and that was that. It was a good reminder that sometimes students go through rough periods and act out. We cannot let that define them as students, and especially as people.

Diego H.

Diego was our soccer star. He played on the soccer team at Bruton with Mrs. Givens son. It was one of his favorite things to talk about. How the game or practice went. The funny team bonding activities they did. He truly loves being a team player and I hope that attitude lasts forever.

Carter C.

Carter was the monkey in our jungle. He wanted to be everywhere, be everything, say everything, just be all of it. If he wasn’t causing a disruption, he would have been on his computer playing games. When they were working on the assignment I created, I noticed he was playing a game. I asked him what I could do rather than if he needed anything so I could get a good answer. He told me he was stuck on a question. I helped him and he went back to his assignment. It was a good reminder that I shouldn’t jump to conclusions about students.

Holly E.

Holly, like Derek and Chloe, was one of my supporters. She is a very inquisitive person and would always ask me questions. She asked why I wanted to be teacher, how I was here if I’m supposed to be in school, do I like being a teacher cadet, and so many more questions. It wasn’t just personal questions she posed; there were all types of questions. I never made her feel bad for asking so many and answered each one with a smile on my face.

Aubrey

M.

Aubrey was a very, very sweet girl who was also one of my average students. She was always laughing and joking with the teachers and the students. She never hesitated to participate in class and encouraged her peers to do the same. She is a wonderful student and will do so good in high school!

Nathan C.

Nathan was one of my average students. He came in and did his work. He was pretty shy when it came to his peers but not to the teachers. He clearly has a love for learning and spending time in school doing his work. I have never seen him get distracted or distract others. He always finished his work first and he was 100% accurate. He has a great work ethic and will definitely do well in high school! I just hope he comes out of his shell.

Evan M.

Evan was a very talkative student. He always had something to say about everything. Sometimes he doesn’t realize he is talking when he shouldn’t be. He is such a bright student but, like others, needs to prepare for the high school learning environment.

Class Profile

A small profile on the class as a whole

You would never have to worry about my students engaging during class. They were always filled with energy from the moment class began to the second it ended. This energy is what made me refer to their class as “the jungle.” They were wild at times, but they created a beautiful atmosphere in the classroom where they all succeeded. A perfect harmony.

The students really connected well with each other. For one activity they did in the beginning of my field experience, the students were forced to sit in random seats to do a group project. They were all quiet and didn’t talk to others in their group. I had never heard the classroom be so silent before. It didn’t take them long to warm up, however. They quickly found their groove and all of the groups did really well on their project.

It was moments like these that I realized how beneficial pushing students out of their comfort zones was. There was one time where a girl had been placed in a group with all boys. At first that can seem extremely intimidating, especially when you’re a middle schooler, however, she handled it like a boss! She immediately took charge because she knew how those specific boys acted. Their group did very well on the assignment. Creating these types of environments shows sides of students that they may never have seen before.

These situations show that students feel comfortable in their environment. They felt as though they could learn the content and learn about themselves without fear. I believe this is why they have such a perfect harmony. There is no fear in this jungle!

Classroom Set Up Reflection

A reflection on the classroom dynamics using this seating arrangement

This seating arrangement is primarily used when students are completing their everyday activities and assignments. It allows them to sit with their friends and work collaboratively together on their assignments. For some students, working in large groups like these is very overstimulating and they tend to get a little too energized. Other students benefit from these groups, and it helps them get to actually do their work.

The two groups at the front of the room were the “good” students. They were quiet, did their work, participated, etc. The two groups in the back were the “bad” students. They were loud, often off-task, and rarely participated. Note this wasn’t the behavior of all of the students that sat back there, just the majority of them. The classroom arrangement of “good” students in the front and “bad” students in the back is ironic to me in this case. Mrs. Givens is usually sitting at her desk and when she is teaching, she stands towards the back. It is ironic that the students chose to sit in the back to get away from the teacher but ended up closer to her anyway.

Overall, the seating arrangement is very successful in allowing students to work collaboratively if they choose and to work independently if they choose. It does not inhibit them from being successful in any way.

Classroom Layout

The general classroom layout for everyday activities

Front Whiteboard

La’nya B. Parker A.

Aubrey M. Isabella “Bella” R.

Adrianna J.

IsraelNasir “Izzy” D.

Maryah J. Miranda S.

Teagan B. La’Raya H. Carter C. Leila N. Holly E.

Evan M. Elijah C. Micah S. Derek R. Ayden R. Chloe S.

MicahDaniel G. Micah K. Nathan C. Jackson S. Diego H.

iStation Mrs. Given’s Desk

Ms. Owens’ Desk

Teacher Profile

A informational profile about my cooperating teacher

Mrs. Givens is one of the excellent teachers in Queens Lake Middle School. She has worked at QLMS for many years and was one of my former teachers when I attended. Mrs. Givens has her school year routine down perfectly. She uses the same note guides, tests, checkpoints, activities, etc. each year because it has the same outcome every time: success.

Success is one of the first words that come to mind when I think about Mrs. Givens as a teacher. Learning from her to see how she formulates her class has shown me that her main goal is for students to be successful in every way possible. She gives her students chance after chance to make sure they have perfected their learning, which is something that I have seen less of recently. She gives them note guides that come straight from the Virginia Department of Education, allows retakes for tests, and goes over assignments to give students the right answers before they submit. Success in this class is not about being right each time, success is showing that you are capable.

She shows these students they are capable of many things and never lets them believe they are incapable for more than a second. She believes in all of her students and encourages them constantly. I seriously have never met a more encouraging person. She pushes her students in a way that produces a positive outcome. I observed many teachers as a Cadet pushing their students, trying to motivate them, and have negative outcomes. I firmly believe that she has positive outcomes purely because she greats a connection with her students.

I noticed throughout my field experience that she makes it a point to touch base with all of her students. Even if no one says it, everyone always wants attention. She definitely knows this and makes sure that everyone gets an ounce of attention. She asks students about weekend plans and follows up with it next week. She learns about their families and cultures to try and include them in her lessons. Her lessons are so well-rounded because of that and that is why I believe teachers like her are important to our educational system.

Mrs. Givens is a kind, altruistic, and motivator to all of her students. She actively prepares them for life and high school through many intriguing and amusing lessons. Educators like Mrs. Givens make the educational system work, we need more like her.

Technology Used Technology students and teachers use in classrooms

Technology is used heavily in all classrooms now as a result of the COVID-19 pandemic. Students across the country use technology as a guiding tool for learning. The use of technology actively prepares students for a technological world.

Mrs. Givens, my cooperating teacher, noted how before the pandemic she did everything on paper. Once COVID-19 hit she had to format all of her paper assignments to fit into a Canvas assignment. Even today all of her assignments are still on Canvas. When I announced that their assignment and checkpoint was going to be on paper, they all complained. It was a bewildering moment for me to see how they wanted everything to be online. I would have thought that they would prefer to use paper as that is what they were used to using. I remembered that they started using technology for primary learning when they were in 5th grade.

Mrs. Givens always has her projector screen down and the projector on. For one set of notes, she pulled the screen up and began writing on the whiteboard. One student made a comment saying, “we are doing this old-school now.”

These students experience education and learning completely through technology. It began when they were only in the 5th grade and will continue up until they graduate. They have become extremely proficient in using it, probably even more than me and many other adults. Allowing our students to use technology allows them to advance and become more situated for

Image Description

Canvas Canvas is a web-based learning management system, or LMS. It is used by learning institutions, educators, and students to access and manage online course learning materials and communicate about skill development and learning achievement.

Microsoft Microsoft is the largest vendor of computer software in the world. It is also a leading provider of cloud computing services, video games, computer and gaming hardware, search, and other online services.

Image Description

A projector is an output device that takes images generated by a computer or Blu-ray player and reproduce them by projection onto a screen.

A computer that is portable.

Projector

Laptop

Week One Journal

What I did during the week of March 6th – 10th

Teacher Cadet: Grace Owens

Dates of Days Addressed in Summary Sheet: March 7th and 9th

Cooperating Teacher: Mrs. Givens School: Queens Lake Middle School

The best thing that happened this week during my Field Experience:

Generally, just beginning the field experience is the best thing. I was very eager and excited to start. My cooperating teacher is very nice and welcoming into her classroom. I have enjoyed watching her teach and meeting her students. The students seem to be excited that I will be in their classroom and have been very kind. I think I am going to have a very good experience in this classroom and learn a lot.

The worst thing that happened this week during my Field Experience:

For this week the worst thing I experienced was the feeling that I wasn’t doing enough. I can be impatient when it comes to exciting things, so I just want to jump right in and start working. I do think I spent my time well as I learned my cooperating teachers preferred teachings styles, the students’ names, and the classroom procedures and rules. My cooperating teacher said next week is when she has some things to allow me to start participating more in the class. I will be well prepared for that because of the foundation I laid this week.

Things I saw in practice that I learned about in theory during my teacher Cadet class:

1. Classroom management – enforcing rules and procedures that were instated in the beginning of the year

a. Bathroom procedures

b. Seating Chart

2. Assessment – formative assessment

a. Class discussion on policies

3. Cognitive Development - Formal Operation

a. Students make mental leaps to decide what area policies fall under

i. Local government creates vaccine clinics -> public health

4. Methodologies – Workbooks and Lectures

a. Workbook is easy for teacher and student use

b. Lecture promotes self-confidence in students

5. Bloom’s Taxonomy – Remembering

a. Students recall what the 4 types of resource are and what an opportunity cost is

6. Webb’s Depth of Knowledge – Strategic Thinking

a. Students decide what type of resource something is in different scenarios

b. Students generate

Questions/Concerns I have:

I have no questions or concerns for this week.

Week Two Journal

What I did during the week of March 13th – 17th

Teacher Cadet: Grace Owens

Dates of Days Addressed in Summary Sheet: March 13th and 17th

Cooperating Teacher: Mrs. Givens School: Queens Lake Middle School

The best thing that happened this week during my Field Experience

This week’s “best thing” is not that good, but it is an upgrade. I was able to help pass out supplies at one point. They mainly did it themselves, but it was still a step up from what I have been doing.

The worst thing that happened this week during my Field Experience:

I don’t think I am getting enough ‘experience’ in the classroom. There isn’t much for me to do in the class as she mainly lectures and does guide work activities. I don’t want to overstep and insert myself but any offers to help collect papers or pass them out have been passed up. I have made a few connections with some students but haven’t been meeting my personal goals for this field experience.

Things I saw in practice that I learned about in theory during my teacher Cadet class:

1. Classroom Management – Procedures

a. Students understand and follow procedures regarding returning from lunch, going to bathroom, etc.

b. Students follow general classroom rules

2. Formative Assessment – Provides feedback to students and teachers during the teaching-learning process

a. Assignments allow students to check their understanding. Teachers and students go over assignments together to provide immediate feedback for both parties.

b. Students do a “Checkpoint” where they can assess

c. Students create “good economists” badges and “best economist” badges to understand the difference between a mixed economy and a command economy

i. Students review the key aspects of the activity and make connections to what they have learned in play

3. Diagnostic Assessment – Determines a students’ knowledge prior to instruction

a. Students complete an intro to economics worksheet to see how much they know about the economy

Questions/Concerns I have:

Already emailed with concern.

Week Three Journal

What I did during the week of March 20th – 24th

Teacher Cadet: Grace Owens

Dates of Days Addressed in Summary Sheet: March 23rd (Mrs. Givens was out the 21st)

Cooperating Teacher: Mrs. Givens School: Queens Lake Middle School

The best thing that happened this week during my Field Experience

This week my cooperating teacher introduced me to the class and the students were all very kind and excited about my presence. I talked to a few of the students after class, they introduced themselves and shared a few little facts about themselves. My cooperating teacher and I are working on selecting a topic for me to form my lesson plan. I am very excited to teach them in the future.

The worst thing that happened this week during my Field Experience:

Although this is not necessarily the ‘worst’ thing to happen during my field experience, Mrs. Givens was out on the 21st so I was unable to be in the classroom that day. We have already made plans to make it up one Friday in the upcoming weeks.

Things I saw in practice that I learned about in theory during my teacher Cadet class:

1. Classroom Management

a. Ensuring students are quiet and well behaved to ensure safety

b. Organized structure to class

i. Have an agenda and certain class jobs

c. Resituates seats to benefit all her students

i. Students are put around others who make them more involved in the lesson and productive, whether that be friends or not

2. Methodologies

a. Lecture

i. Gives notes lecture style

Questions/Concerns I have:

No questions or concerns.

Week Four Journal

What I did during the week of March 27th – 31st

Teacher Cadet: Grace Owens

Dates of Days Addressed in Summary Sheet: 27th and 29th of March

Cooperating Teacher: Mrs. Givens School: Queens Lake Middle School

The best thing that happened this week during my Field Experience

The best thing this week was being able to interact with my students more. When the students entered the classroom, they were very kind, greeted me, and had a small conversation. It feels very nice to build a rapport with them and have a bigger and better relationship with the students.

The worst thing that happened this week during my Field Experience:

Spring break is around the corner, which is great for everyone, however, this means the students are extra antsy. While we had our good moments this week, I think our bad ones outweighed them unfortunately. A lot of students were disruptive and just genuinely disrespectful. It was a good learning moment for me to see how to handle students like those in various situations like independent work time or during instruction. In addition, Mrs. Given’s desk broke between classes, and everything fell off and broke, except her computer! That caused a major disruption and chaos ensued from the class. Then operations employees came in to fix the desk (drills and all) while she was teaching. Students could not focus, and chaos was everywhere.

Things I saw in practice that I learned about in theory during my teacher Cadet class:

1. Methodologies

a. Brainstorming – generating multiple ideas/options

i. Students come together to come up with formal economic definition of ‘price’

b. Demonstration – performing an activity so that learners can observe how it is done

i. Mrs. Givens demonstrated how to read a supply and demand graph, so student understand how to finish the rest of assignment

c. Lecture – didactic presentation of information

i. Presents notes to class

2. Learning Styles

a. Auditory – student learns via spoken words

i. Mrs. Givens gives lectures which can help students understand the content better

b. Visual

i. Students created a flowchart which shows the economic flow between the government, businesses, consumers, and the financial institutions

Questions/Concerns I have:

I have no questions/concerns this week.

Week Five Journal

What I did during the week of April 10th – 14th

Teacher Cadet: Grace Owens

Dates of Days Addressed in Summary Sheet: 11th & 13th of April

Cooperating Teacher: Mrs. Givens School: Queens Lake Middle School

The best thing that happened this week during my Field Experience

I have selected the lesson that I am going to teach my students! I decided to do a lesson about the governmental agencies that protect consumers, labor, administration, and the environment. I have a few ideas for their independent assignment. I know I want to at least incorporate the actual agency’s website into their assignment so they can go and investigate the real-life application of this objective. This week was their testing week, so I got to see a bit of the behind-the-scenes of test making. I spent most of the class block working on my lesson plan and looking through the textbooks to create an assignment.

The worst thing that happened this week during my Field Experience:

I have no worst thing for this week! The kids were very well behaved and kind. They followed directions and did very well on their test. I spent the class periods working on my lesson plan and testing different worksheets for my students.

Things I saw in practice that I learned about in theory during my teacher Cadet class:

1. Assessment – formative assessment

a. Class discussion on policies

2. Cognitive Development

a. Students make mental leaps to decide what agency would regulate different scenarios

3. Methodologies – Workbooks and Lectures

a. Students use their textbook to do a reading on monopolies

b. Teacher gives a lecture on monopolies

4. Formative Assessment

a. Provides feedback to students during the teaching-learning process

b. Students complete a worksheet on differentiating between government agencies

Questions/Concerns I have:

I have no questions or concerns.

Week Six Journal

What I did during the week of April 17th – 21st

Teacher Cadet: Grace Owens

Dates of Days Addressed in Summary Sheet: 17th , 19th, & 21st of April

Cooperating Teacher: Mrs. Givens School: Queens Lake Middle School

The best thing that happened this week during my Field Experience

I have finished my lesson plan! I am still tweaking the actual assignment to give to my students, so it is as understandable as possible for them. They will be looking at government agency websites to see that these agencies are not just acronyms they need to memorize but real things that will affect them (and probably already have).

The worst thing that happened this week during my Field Experience:

This week I planned to go on Friday to get extra hours and spend some more time with my students. Unfortunately, I became sick on Friday and opted to just go home for the 4th block and worked at home on my assignment. I felt bad because my students were expecting me so I will have to plan to make it up to them another Friday!

Things I saw in practice that I learned about in theory during my teacher Cadet class:

1. Diagnostic Assessment – determines a student’s knowledge prior to instruction

a. Students complete their warmup activity and discuss what a monopoly is

b. Students think back to their U.S. History course and use Rockefeller to describe what a monopoly is.

2. Formative Assessment

a. Students complete a “checkpoint” where they can assess themselves on the content

3. Classroom Management

a. Mrs. Givens gave a new seating chart to create better productivity.

4. Methodologies – Lecture and Workbooks

a. Students use their workbooks to complete their assignment

b. Mrs. Givens gives notes lecture style

Questions/Concerns I have:

I have no questions or concerns.

Week Seven Journal

What I did during the week of April 24th – 28th

Teacher Cadet: Grace Owens

Dates of Days Addressed in Summary Sheet: 25th & 27th of April

Cooperating Teacher: Mrs. Givens School: Queens Lake Middle School

The best thing that happened this week during my Field Experience: This week we did some fine-tuning for my lesson plan for next week. I got a list of the students that I cannot photograph, made copies of the assignment, and finished my formal lesson plan. I am super excited to do this with them as I think I have created a very fun assignment! I tried my best to keep it similar to what they are used to but still add my own touch to it.

The principal, Mrs. Welsh, came to observe Mrs. Givens. I got to learn a bit more about how teachers are evaluated and get to know her.

The worst thing that happened this week during my Field Experience: I spent an extremely long time adjusting my assignments. It was not necessarily the worst thing to happen, but it was very difficult

Things I saw in practice that I learned about in theory during my teacher Cadet class:

1. Diagnostic Assessment – determines a student’s knowledge prior to instruction

a. Students complete a warmup question

2. Formative Assessment

a. Students complete a “checkpoint” where they can assess themselves on the content

3. Classroom Management

a. New seating chart (again!)

4. Methodologies – Lecture, Workbooks, Group Discussions

a. Students use their workbooks to complete their assignment

b. Mrs. Givens gives notes lecture style

c. Students share out examples of taxes in our area

Questions/Concerns I have:

I have no questions or concerns.

Week Eight Journal

What I did during the week of May 1st – 5th

Teacher Cadet: Grace Owens

Dates of Days Addressed in Summary Sheet: 25th & 27th of April

Cooperating Teacher: Mrs. Givens School: Queens Lake Middle School

The best thing that happened this week during my Field Experience: I got to spend an entire day with Mrs. Givens on the first. It was interesting to see how kids warm up throughout the day. Mrs. Givens went through my lesson plan in the third block so I could see how to transition and organize everything. The students in the 3rd block did well on their assignment and discussions about the content but on their assessment of it (the checkpoint) they all missed at least one question which I think may be because of wording on the notes they received. Fourth block is when I got to execute my lesson. I adjusted things from the 3rd block class to make it better for the 4th block. They were really respectful and patient with me because it was my first time doing it. A few of them told me I did a great job which was very funny and sweet. The 4th block class did much better on their assessment than 3rd block so I know I did a good job teaching (for the most part).

The worst thing that happened this week during my Field Experience:

My students were very distracted and loud when we were going over the assignment, so it was a big learning moment for me to try and get the class to focus as a whole. I did eventually get them to listen and focus in.

Things I saw in practice that I learned about in theory during my teacher Cadet class:

1. Methodologies and Learning Styles

a. I gave notes lecture style

i. Helps auditory learners

b. The notes were organized into a chart

i. Helps visual learners

2. Cognitive Development - Formal Operation

a. Students make mental leaps to decide what agency handles different scenarios

3. Classroom Management – Procedures

a. Students understand and follow procedures regarding returning from lunch, going to bathroom, etc.

b. Students follow general classroom rules

4. Lesson Plan Designing

Questions/Concerns I have

No questions or concerns for this week.

Week Nine Journal

What I did during the week of May 8th – 12th

Teacher Cadet: Grace Owens

Dates of Days Addressed in Summary Sheet: May 9th

Cooperating Teacher: Mrs. Givens School: Queens Lake Middle School

The best thing that happened this week during my Field Experience: I spent my last day with Mrs. Givens and her class today, the ninth. I brought her some fresh lilies and a thank you card. I also brought some treats (Rice Krispy Treats, Pringles, Cheez-Its) for my lovely students. I will miss them dearly and am so grateful I got to have this experience with them. This was such a great opportunity.

The worst thing that happened this week during my Field Experience:

I have no worst thing this week. The students were all well-behaved and did their SOL prep. They were so kind when saying their goodbyes. I will miss them all so much.

Things I saw in practice that I learned about in theory during my teacher Cadet class:

1. Diagnostic Assessment – determines a student’s knowledge prior to instruction

a. Students complete their warmup activity and discuss what they want to be when they are older

2. Formative Assessment

a. Students complete a “checkpoint” where they can assess themselves on the content they learned today

3. Methodologies – Lecture and Workbooks

a. Students use their workbooks to complete their assignment

b. Mrs. Givens gives notes lecture style

4. Learning Styles

a. Auditory – student learns via spoken words

i. Mrs. Givens gives lectures

b. Visual – student learns via visual aids

i. Students created a flowchart for career decisions

Questions/Concerns I have:

No questions or concerns for this week.

Classroom Observation Form - Jacobson

Time spent in other classrooms learning via observation

Name: Grace Owens Date: 10/5/22

Site: Bruton High School

Teacher's Name: Mr. Jacobson (APUSH)

Approximate Age (or Age Range) of Students: 16-17 (Juniors)

What impressions do you have of the overall classroom environment?

The classroom is more centered on history topics. There are many informational posters about several topics throughout history, most pertaining to the actual subjects covered in a typical social studies/historical curriculum. The students entered the classroom and began preparing for the class. The overall environment felt professional in a sense and was “ready to work”.

What are the students learning?

The students are learning about James Madison, the Federal Negative, and the making of the U.S. Constitution. They are creating their own notes on the whiteboard from the reading in a Socratic Seminar way. If they add something and he writes it on the board, they receive credit.

What stage(s) of physical development do you observe? Give evidence.

Adolescent Development – Students show signs of secondary sex characteristics.

What stage(s) of cognitive development do you observe? Give evidence.

Formal Operation

Abstract Reasoning - brainstormed ideas aloud on why the Federal Negative was good and why it was bad.

Hypothetical Reasoning - provided possible answers to how the colonists could have and did retaliate against the throne.

Mental Leaps - explained the timeline of the colonist’s arrival to the creation of the U.S. Constitution

What student-to-student interactions do you observe?

The students are mainly silent as they listen to their peers add to the discussion. Some students help others by pointing them in the direction to an answer, so they can receive points.

What teacher-to-student interactions do you observe?

There is a select group of students who are primarily doing the talking. He heavily engages with them as they provide the answers and keep the lesson moving. He encourages students to participate and add to the discussion, specifically saying “anything helps.” However, if a student adds something and it’s not what he’s looking for he quickly says “no” and moves on. He doesn’t try to lead them to what he is looking for or give any reinforcement/feedback. The students to which he does this too do not participate in the rest of the lesson.

What technology is being utilized, if any?

The students have the option to use their computers for notes, however most are using paper copies of their notes.

What are the strengths and/or challenges of this classroom?

Although it was only for one class period, I think the class could benefit from more personal connections. The students seemed afraid to engage in conversation and or discussion with the teacher. I think more positive interactions could help the students be more engaged if they knew that it’s okay to be wrong; that is something they need to hear and see from him. The students, however, were very engaged, if not by talking, by taking their own personal notes, looking for the answers, and actively listening. No one was on their phone for the entire period, and everyone was using their computer for the activity.

Classroom Observation Form - Valledor

Time spent in other classrooms learning via observation

Name: Grace Owens

Site: Bruton High School

Teacher's Name: Mrs. Valledor (Film Studies)

Date: 10/3/22

Approximate Age (or Age Range) of Students: 16-18 (Juniors and Seniors)

What impressions do you have of the overall classroom environment?

The environment shows the students are appreciated. She was walking around speaking to each of the students, engaging with them and their assignment, lots of positive reinforcement, the walls were decorated with artwork, posters, and pictures.

What are the students learning?

The students are learning how to edit films by editing a film done by them.

What stage(s) of physical development do you observe? Give evidence.

Adolescent Development – Students show signs of secondary sex characteristics.

What stage(s) of cognitive development do you observe? Give evidence.

Formal Operation →

Abstract Reasoning - planning which clips to use for their film - deciding on the direction to take the plot

Logic - taking learned characteristics about film genres and applying them to their own film to know what genre their film is

What student-to-student interactions do you observe?

Students are working in groups to edit their movies. Everyone seems engaged by talking to each other and adding into the group discussion. They brainstorm together and give compliments while doing so.

What teacher-to-student interactions do you observe?

The teacher is walking around the classroom going to each group continuously and spending about 10-15 minutes with them. She provides help when asked and gives advice when students show what they have finished editing. She gives an equal amount of positive and negative feedback.

What technology is being utilized, if any?

Students are in groups of four using one computer to edit their films. The students occasionally use their phones to upload video content of their film to the computer.

What are the strengths and/or challenges of this classroom?

I think that towards the end of the class the students lost motivation to continue working on editing the movie and started becoming distracted by other things. The teacher did not try to motivate or encourage the students into finishing the assignment while they still had 40 minutes left of worktime. The students, however, felt comfortable engaging with the teacher and accepting criticism/feedback. Everyone is able to collaborate positively.

Classroom Observation Form – Mrs. Givens

Time spent in other classrooms learning via observation

Name: Grace Owens Date: 10/14/22

Site: Queens Lake Middle School

Teacher's Name: Mrs. Givens

Approximate Age (or Age Range) of Students: 13-14 (8th graders)

What impressions do you have of the overall classroom environment?

The classroom environment is very cozy. She keeps the overhead lights off and relies on different lamps and string lights to provide light. Everything is still visible and there is no harsh lighting! The classroom is very organized and tightly run.

What are the students learning?

The students are learning about the making of the Constitution via a video.

What stage(s) of physical development do you observe? Give evidence.

Adolescent Development – Students show signs of secondary sex characteristics.

What stage(s) of cognitive development do you observe? Give evidence.

Formal Operation →

Hypothetical Reasoning - provided possible answers as to why the Constitution included certain aspects

Mental Leaps - explained the timeline of the creation of the U.S. Constitution

What student-to-student interactions do you observe?

The students are mainly silent as they listen to the video. Some students do engage in off-topic conversations, but they do not last more than 3 minutes.

What teacher-to-student interactions do you observe?

Teacher interacts with students when they are being disruptive during the video. At the end, she discusses certain aspects of the video to review. Most likely testing to see who watched the video and who did not.

Classroom Observation Form – Mrs. Givens (cont.)

Time spent in other classrooms learning via observation

What technology is being utilized, if any?

The students watch the video on the screen projector. No computers or phones were used during this lesson.

What are the strengths and/or challenges of this classroom?

The students don’t seem to engage much with the actual lesson. She had to ask the students for answers as many of them weren’t paying attention to the video. I think the class would do better with a different way to receive this information, so there is no waste of time.

Classroom Observation Form – Mr. Cole

Time spent in other classrooms learning via observation

Classroom Observation Form

Name: Grace Owens Date: 10/12/22

Site: Queens Lake Middle School

Teacher's Name: Mr. Cole

Approximate Age (or Age Range) of Students: 12-13 (7th graders)

What impressions do you have of the overall classroom environment?

The classroom is cluttered but the atmosphere doesn’t feel that way. The classroom is minimally decorated with both informational and fun posters. The students are arranged in groups and are very engaged and active with each other.

What are the students learning?

The students are practicing and studying for their quiz on the amendments 13-15 via a Blooket.

What stage(s) of physical development do you observe? Give evidence.

Adolescent Development – Students show signs of secondary sex characteristics.

What stage(s) of cognitive development do you observe? Give evidence.

Reflective Thinking → Thinking back on previous class lessons to recall information

Abstract Reasoning → Formulating ideas on why the amendments were created

What student-to-student interactions do you observe?

The students engage with each other in a competitive way. Many of them were getting out of their seat without permission to talk to each other about the game itself, the questions, or other off topic items. Some students engage in a helping way to help them win.

What teacher-to-student interactions do you observe?

Teacher does not engage much with students other than to regulate their volume and give them directions.

What technology is being utilized, if any?

The students only used their computers to play the review game. No other technology was used.

What are the strengths and/or challenges of this classroom?

Some students struggle with controlling themselves during the review activity. The teacher constantly needs to regulate their behavior and volume. Students seem to know the content well and majority can have fun with the activity.

Classroom Observation Form – Mrs. Bridges

Time spent in other classrooms learning via observation

Classroom Observation Form

Name: Grace Owens Date: 10/24/22

Site: Magruder Elementary

Teacher's Name: Mrs. Bridges

Approximate Age (or Age Range) of Students: (8-9) 4th Grade

What impressions do you have of the overall classroom environment?

The classroom & students are very well organized. It’s very quiet and the students seem to be able to focus.

What are the students learning?

Students are practicing their literacy skills. They are learning how to use context clues to form inferences, how to type, and practicing reading & writing skills.

What stage(s) of physical development do you observe? Give evidence.

Middle Childhood Development

- The students have refined their motor skills: The kids can color neatly in the lines and cut straighter.

What stage(s) of cognitive development do you observe? Give evidence.

Concrete Operational Stage:

- Classification: find relations in stories by using context clues

- Seriation: putting their paragraphs that they write in order

What student-to-student interactions do you observe?

Very limited student interactions because they are supposed to be working quietly and independently. Students only talk to one another if they are showing them something they aren’t supposed to be doing or to get help.

Mainly conversations are off topic.

What teacher-to-student interactions do you observe?

Teacher constantly regulates the classes talking as they work because it should be silent. She is having 1 on 1 time with each student and having them read a small portion of a small book to test their reading comprehension. She spoke softly and kindly to the students and helped steer them to the correct answers.

What technology is being utilized, if any?

One center rotation requires the students to use their laptop to practice their typing skills.

What are the strengths and/or challenges of this classroom?

The students understand what is expected of them and that shows when they go about their class schedule. They understand their classroom rules and abide by them at all times. Students have a hard time focusing sometimes and get into off topic conversations

Classroom Observation Form – Mrs. Eno

Time spent in other classrooms learning via observation

Classroom Observation Form

Name: Grace Owens Date: 10/24/22

Site: Magruder Elementary

Teacher's Name: Eno

Approximate Age (or Age Range) of Students: 7-8 (2nd Grade)

What impressions do you have of the overall classroom environment?

The classroom is very small and cluttered – the walls are covered in different informational posters. Students seem to be well organized and behaved.

What are the students learning?

The students are practicing their literacy skills – learning how to make inferences using context clues, possession vs. plural, and drawing conclusions.

What stage(s) of physical development do you observe? Give evidence.

Middle Childhood Development:

- Refined motor skills – teacher gave them a brain break and they participated in a very physically active game of “Simon Says”

What stage(s) of cognitive development do you observe? Give evidence.

Concrete Operational Stage:

- Classification:

o Organizing words by their ending sounds

o Finding relations in stories to make an inference and conclusion

What student-to-student interactions do you observe?

Students can collaborate easily in groups. They are so friendly and helpful to one another – especially the ablebodied students to the disabled students. They read their assignments and books to them, help them use their computers, let them know what they are supposed to be doing next, etc.

What teacher-to-student interactions do you observe?

The teacher often refers to the students as “friends” which I think creates a close relationship with them. She regulates the students who are off-task very quickly in almost a passive aggressive way – the students can definitely pick up the negativity.

What technology is being utilized, if any?

Teacher uses her hovercam to project her paper onto the screen to show the students what sentences she is writing. She also uses her computer to show a BrainPOP video.

What are the strengths and/or challenges of this classroom?

There seem to be quite a lot of students with disabilities in this class and there is not enough support for them (not the teachers’ fault of course). While completing assignments they were confused and interrupted her small group quite often. Some didn’t ask her for help and as a result fell behind in their work. The entire class seemed to be confused almost about the classroom procedures. The teacher also has a clip chart which seems to cause a bit of distress among the students. It creates an overly competitive classroom for 7- and 8-year-olds. Despite these challenges the majority of students seem to show a good understanding of the content itself.

Classroom Observation Form

Time spent in other classrooms learning via observation

Classroom Observation Form

Name: Grace Owens Date: 11/3/22

Site: Waller Mill Elementary

Teacher's Name: Mrs. Payne

Approximate Age (or Age Range) of Students: 8-9 years old (4th grade)

What impressions do you have of the overall classroom environment?

The classroom is very nicely decorated. It has a lot of positive and motivational décor, very homey feeling. The classroom feels appreciative of students, laid-back, and comforting.

What are the students learning?

The students are learning how to identify different types of storms. They are filling out notebooks and learning how to pull important information from texts.

What stage(s) of physical development do you observe? Give evidence.

Middle Childhood Development: The girls are much taller than the boys

What stage(s) of cognitive development do you observe? Give evidence.

Concrete Operational: Students can reason deductively to identify the type of storm based on description.

What student-to-student interactions do you observe?

The students are respectful, kind, and helpful to one another. They assist each other in preparing for lessons by showing them where they should be. Students regulate each other by informing them of the classroom rules and expectations.

What teacher-to-student interactions do you observe?

The teacher has created tactics to gather the students’ attention and quickly remind them of what the expectations are. She regulates them in a kind and respectful way. She does not disrupt the class learning to regulate, rather gives silent cues to students to regulate them. She is very quick to be helpful and guide students to the answers.

What technology is being utilized, if any?

The projector is being used to project the notes. Students do not use any technology.

What are the strengths and/or challenges of this classroom?

The classroom is very structured. Expectations and rules are made clear at the beginning of every transition and most students follow willingly. Some students have trouble with certain rules like speaking out of turn. Otherwise, the teachers and students show a great bond.

Classroom Observation Form

Time spent in other classrooms learning via observation

Classroom Observation Form

Name: Grace Owens Date: 11/1/22

Site: Waller Mill Elementary

Teacher's Name: Mrs. Powell

Approximate Age (or Age Range) of Students: 6-7 years old (1st grade)

What impressions do you have of the overall classroom environment?

The classroom is very clean and organized. It is minimally decorated but still decorated in a way that makes the classroom bright, engaging, and welcoming.

What are the students learning?

The students are in their literacy time. Students are working in different stations. Sometimes are reading a book with their teacher, some read alone, some are writing in a journal, and some are writing about a story about a monster they created.

What stage(s) of physical development do you observe? Give evidence.

Preschool Development: Students have trouble using their fine motor skills; placing papers into sleeves, using scissors.

Middle Childhood Development: Some female students are significantly taller than the male students.

What stage(s) of cognitive development do you observe? Give evidence.

Pre-Operational Stage: Students can engage in creative writing and understand that words have meanings to them. Students can differentiate between the past and the present in their stories.

What student-to-student interactions do you observe?

Students tend to try to correct one another as much as possible. If someone is not where they are supposed to be, off-task, or attempting to get others off-task a student will try to correct them or get the teacher involved.

What teacher-to-student interactions do you observe?

The teacher helps guide the students to doing what they need to do correctly. Instead of reminding students what the expectations are, she asks them what they are. Ensuring that they know what the expectations are and making them realize they are in the wrong.

What technology is being utilized, if any?

There is no technology being used.

What are the strengths and/or challenges of this classroom?

There seems to be a strong dynamic established in the classroom. Certain students know who the “troublemakers” are and are ready to tattle on them to get them in trouble. The students do have a good understanding of transitions and know what is allowed and not allowed during that time. They need no guidance for switching to a new station.

Executed Lesson Plan

The lesson I executed with help from my cooperating teacher

Objective The student will apply social science skills to understand the role of government in the United States economy by describing how governments regulate to protect consumers, labor, the environment, competition in the marketplace, and property rights

Materials Projector, PowerPoint, Printer, Writing Utensils, Charged Computer, Worksheet (provided)

Set Students will begin by checking the Canvas to complete their checkpoint from last class if they did not finish it. Once they have finished it, they will move on to the do now question. Do Now Question: “What is a property right”

Mrs. Givens will go over their do-now question and make sure everyone has finished their checkpoint.

Process

1. Students will finish their checkpoint from the last class and then complete the donow on canvas.

2. Notes will be presented to the students with the expectation of them filling the blanks in completely and then gluing them into their notebooks.

3. Assignments will be introduced, and students will work on it during the time given.

4. Students will be presented with a checkpoint and are expected to complete it themselves and submit for an accuracy grade.

5. Students will use any remainder of the block to work on their project or any missing work they may have.

Questioning Compare and contrast the CPSC and the FDA. Summarize the EPA’s purpose. Identify which of the following regulation agencies would work in this scenario. Define the purpose of the EEOC.

Accommodations Auditory – I will read and provide further explanations throughout the notes and the independent assignment

Tactile/Kinesthetic – Students will learn about the government agencies by going to the websites and researching them there Interpersonal – Students have an opportunity to chat and share with others when reviewing the independent assignment.

Closure Students and I will review the key points of the assignment and make connections to the notes before completing their checkpoint.

The students will complete the checkpoint to show their full understanding of the concept.

Assessment Students will complete a checkpoint about the five government regulation agencies and property rights.

Reflection on Lesson Plan

An inside view on my executed lesson

The lesson I executed was on SOLCE.13e for the Civics & Economics course designed for eighth grade students. The objective was as follows, “The student will apply social science skills to understand the role of government in the United States economy by describing how governments regulate to protect consumers, labor, the environment, competition in the marketplace, and property rights.” To complete this lesson the students needed a writing utensil, charged computer, and the notes and worksheet which was provided by me.

To begin the lesson, the students completed the checkpoint from the previous class. Those who had already completed it answered the question “What is a property right?” Mrs. Givens reviewed the do-now with students and introduced the lesson. From that point, I began introducing the notes to the class. I went through ensuring that I gave ample time for copying the notes and asking questions without taking too long. I applied what we were learning to real world examples. For example, I was talking about the FDA and told them about how commonly you see romaine lettuce being recalled for E. Coli.

After completing the notes, I explained their assignment going through each part with thorough directions. I asked my students if there were any more questions and passed out the papers. As the students completed their assignments, I walked around to ensure they were on task and answered any questions that may arise. I had a few students that I needed to help quite a bit as they were constantly getting off task and distracting others. The students finished their assignment within 15 minutes. I reviewed each part with them and asked for volunteers to help me. I collected their assignment and passed out their checkpoint. Even though going over the assignment with everyone some students still did not complete the back. The students completed their checkpoint efficiently and did very well overall.

Evaluation on Lesson Plan

Cooperating Teacher’ evaluation on my lesson plan

My Best Experience

A short essay on my best moment during my field experience

My best experience is also probably my weirdest experience. During my lesson I was passing out the student’s assignment and a student asked me, “Ms. Owens, do you like Cheetos?” I casually responded, “yeah I like Cheetos, I prefer the flamin’ hot ones, but a Cheeto is a Cheeto right?” To which he responded back a quick and simple, ‘yeah you’re right.” It was a quick and menial conversation, but it achieved my ultimate goal for field experience.

I wanted to be able to have a connection with my students, the same way I have connections to my teachers. There are a few teachers that I have a close relationship with and have those quick and menial conversations with all the time. It makes my day better and creates a better learning environment for me when I can banter with them like we are two regular people. I wanted to be able to banter with my students.

This moment let me know at least one of my students felt comfortable enough to talk to me about random things. I want my future classroom to be like that and for a second I felt as though I was in my own classroom. For a second I was in my future classroom, and I felt at home. That was the best moment for me.

My Worst Experience

A short essay on my worst moment during my field experience

My worst experience during field experience was during my presentation of my lesson. I was transitioning between the notes and the assignment. As soon as I stopped instructing my students began talking with one another. I let them chat when I passed out their papers, but when I wanted to draw my student’s attention back, they would not listen or pay attention. I tried for a minute to get everyone to stop talking but at that moment I felt powerless.

Some students were listening and extremely patient. Others just could not stop talking no matter how many times I asked. I was panicking and couldn’t think quickly enough what to do. So, I resorted to a method I thought would work, the stare. I just stood there and stared at kids that were talking. The group of students that were talking stopped very quickly. One of them apologized and I began to explain the assignment. I hadn’t really asserted myself previously, so this was a new side to them.

Those two minutes were rough, but I learned to think on my feet and take what I have learned from my previous teachers. Plus, now I know that I have a pretty good death stare.

Tips for Future Cadets

A few ideas for future cadets completing their field experience.

1. Some students will be having their worst day when you’re having your best. Be patient with them and try to show them perseverance.

2. Wear comfortable shoes. Standing for the class period seems easy in theory but your feet will start to hurt quick!

3. Don’t be afraid to express yourself through your teacher style! I decorated my lanyard and blazer with various pins and buttons. It can spark a lot of conversations with students.

4. Ask questions! Don’t be afraid to ask your cooperating teacher questions. This is the perfect time to learn how things actually go in schools for teachers.

5. Start working on your lesson plan early. It will give you lots of time to test out different assignments/activities/assessments with your cooperating teacher.

6. Engage with your students in conversations about things other than the content. Most students love talking about themselves, asking about their sports/activities/hobbies/etc.

7. Try to spend a full day with your cooperating teacher. Especially if you go to a middle or high school, it’s good to see how teachers adapt their lessons for each class period. You can also see your lesson plan executed before doing it!

8. Don’t be afraid to be assertive. Talk to your cooperating teacher about what you can and can do. If students are talking during your cooperating teachers lesson, remind them to be quiet. It will show the students your role in the classroom and give you a bit of authority when you start teaching.

9. Get involved in your cooperating school. Go to fundraisers and participate in their spirit days!

10. Let them know you’re thankful. Give your teacher and students something, even something as simple as a thank you card. This is a lot of work on both ends to make it possible.

My Growth

How this field experience has changed my views, beliefs, and attitudes

Throughout my field experience and this course, I have truly learned what it means and takes to be a teacher. This job is not for the weak. Every day is a new challenge where you have to think quickly on your feet to know what the best for every single person is in that situation. It takes a strong person, physically, mentally, and emotionally, to do this job.

I used to think teaching was a fun, somewhat easy job. I get to go to my own classroom and teach people about the subject I love the most. This field experience was a dream come true. However, I quickly learned that my feelings about education do not match the upcoming generations. I loved learning as I grew up and specifically found a knack for history. I loved it while all my peers found it boring. However, it wasn’t boring, it was just being taught wrong. While the subject is all about dead people and their actions, the subject is actually full of life and the subject is not taught that way.

I wanted my classroom to be lively. I don’t want them to learn stories of despair and strength through textbooks. I want them to discover it themselves. Watch videos, read actual texts, go to museums, I want them to truly experience it. This is the mindset I unfortunately went into field experience with.

The main goal of field experience, and my overall teaching goal, was to teach my students a lesson using real-world examples. I wanted them to research how consumers are protected in the marketplace. They researched recent recalls to see which products are often recalled and why products can be recalled. While I was thoroughly impressed with my assignment, my students were not.

My students wanted their simple, online, assignments that took them about 5 minutes to complete. They haven’t been challenged enough. They have been coddled since the COVID-19 pandemic hit and believe that school is easy, and it always will be. They complain when they hear paper and pencil and dislike it when they can’t just look up the answers on google. This is what I learned during field experience, and it truly opened my eyes on how I need to update my overall teaching goal.

Now, to me, teaching isn’t about making inquisitive students, who love learning. Teaching is about challenging students. Challenge them to go out of their comfort zone. Challenge them to go above and beyond. I don’t really care about them leaving my classroom loving that learned history in a fun way. I want them to leave my classroom loving the new them. This new student that puts 200% into their work, that encourages themselves and their peers to do the best they can.

Final Evaluation

Cooperating Teacher’s final evaluation of my time in field experience

Thank You’s Gifts and cards I brought to those a part of my field experience

Cooperating Teacher

I gave my cooperating teacher a bouquet of fresh lilies and a thank you card. The card read as follows:

Mrs. Givens, Thank you for allowing me to be in your class at the last minute to complete my field experience. I love the classroom environment you have created for your students, and you have inspired me to know what I want my classroom to be like. You are an amazing teacher.

Thank you,

Grace Owens

Students

I bought my students a box of treats to celebrate my last day and to thank them for being a part of my journey. I bought Rice Krispy Treats, Pringles, and Cheez-Its and passed them out at the end of class. I made sure to tell each of them I was very thankful for them.